Challenges Encountered in Blended Learning in Relation to Oral Communication Skills Among Bsed- English Students

Abstract

This study shows the relationship between the challenges encountered in blended learning in the key aspects of interaction and motivation, learning materials, and the quality of English communication instruction in relation to oral communication skills such as extemporaneous speaking, storytelling, and oral picture description. The study's primary purpose is to demonstrate how challenges encountered in blended learning affect English communication proficiency. Forty-two respondents officially enrolled in the Bachelor of Secondary Education major in English for the school year 2020-21 at the University of Bohol-Teachers College were randomly sampled with a +/-5% margin error at a 95% interval using a quantitative-correlational modified survey questionnaire. The survey tool underwent face validity using Cronbach's Alpha and pretested to ten respondents who were given thirty minutes to answer. Furthermore, findings revealed no significant relationship between the challenges encountered by the respondents and their oral communication proficiency. Thus, challenges encountered in blended learning did not affect the teaching and learning of oral communication in English. Finally, this recommends that academic administrators and teachers carefully review the English modules to promote an interactive teaching-learning process in English communication. It further recommends that students have a written daily plan to avoid mingling with school and household responsibilities.